Greensburg Community School Corporation


Speech Communication




Prepared by

Carla Leach





June 2007


























Greensburg Community Schools

Speech Communication



­Mission Statement


              The mission of the Greensburg Community School Corporation is to provide and promote lifelong learning through its commitment to quality educational programs that prepare the students to be effective, successful, and responsible citizens.  This is to be accomplished in a financially prudent manner.




Narrative Description


              Speech provides the study of and practice in the basic principles and techniques of effective oral communication. This course includes instruction in adapting speech to different audiences and purposes. Students have opportunities to make different types of oral   presentations including viewpoint, instructional, demonstration, informative, persuasive, and impromptu. Students are given opportunities to express subject matter knowledge and content through creative, analytical, and expository writing as well as reading a variety of literary genres related to course content and speaking assignments. This course emphasizes research using technology and careful organization and preparation. Students also practice and develop critical listening skills.




Course Concepts and Generalizations



1.           Students formulate thoughtful judgements about oral communication.


2.           Students deliver focused and coherent presentations that convey clear perspectives and demonstrate solid reasoning.


3.           Students deliver polished formal and extemporaneous presentations that combine traditional speech strategies.


4.           Students use gestures, tone, and vocabulary appropriate to the audience and        purpose.


5.           Students use the same standard English conventions for oral speech that they use in their writing.


6.           Students practice good critical listening skills.








Greensburg Community Schools


Speech Communication



Units of Study




              UNITS/AREA OF STUDY                                   LENGTH OF TIME


1.           5 Steps of Giving a Speech                                     4 partial class  periods



2.           Listening                                                                     3 partial class periods



3.           Non-verbal                                                             6 partial class periods



4.           Informative Speeches                                                8 partial class periods



5.           Persuasion Speeches                                                10 partial class periods



6.           Gender Communication                                          5 partial class periods



7.           Demonstration Speeches                                         11 partial class periods



8.           Interpersonal Communications                  9 partial class  periods



9.           Presentation & Acceptance Speeches                  4 partial  class periods



10.         Impromptu Speeches                                                2 partial  class periods



Unit numbers correspond to the Unit numbers on the State Standard Chart.










Greensburg Community Schools

Speech Communication


Unit 1 Plan

5 Steps of Giving a Speech


Individual Learner Objectives

Students will learn:


  1. how to analyze an audience,
  2.  to  research a speech,
  3.  to create an outline
  4. the basic structure of an outline

5.   the Shramm Model of Communication


Subject Outline

I.            Choose a topic


II.           Research the topic


III.         Organize the material

              A.  Basic rules of outlining

              B. Rules for outlining a speech

              C. Skeletal Outlines

              D. Types of Main points

              E.  Organization of main pts.

D. Delivery Outlines


IV.         Rehearse

              A.  My tips

              B. Student tips


V.          Delivery

              A. Starting the speech

              B. Ending the speech

              C. Voice

              D. Body

              E. A/V aids

              F. Speaker Apprehension


VI.     Shramm Model











Greensburg Community Schools

Speech Communication


Unit 1 Plan





1.           Fill out a personal interest inventory answering questions about your likes/dislikes and interests. This is to be referred to for speech topic ideas.


2.           Outline scramble worksheet where students unscramble the parts of an actual outline.


3.           Students role play a scene and then label a Schramm Modal based on the scene.


4.           Students proof a speech outline filled with common errors.


5.              Have students create a poster  using what they’ve learned about A/V aids 




( Modifications apply to all units)

              Modifications of instructional content in this course may include, but are not limited to, the following:


                            Modified pace

                            Modified tests

                            Adaptive equipment

                            Use of Resource Staff

                            Other modifications as specified in a student’s IEP

Greensburg Community Schools

Speech Communication




















Greensburg Community Schools

Speech Communication


Unit 2 Plan


Listening & Feedback


Individual Learner Objectives

Students will

  1. learn the importance of listening
  2. learn the physical process of hearing
  3. learn listening techniques
  4. learn “selective attention”
  5. learn types of feedback

6.   learn the importance of accurate feedback



Subject Outline


I.            Listening statistics


II.           Types of listening


III.         4 steps of hearing


IV.         Listening techniques


V.          4 types of feedback












Greensburg Community Schools

Speech Communication


Unit 3 Plan


Nonverbal Communication 



Individual Learner Objectives

Students will:

1. apply principals of kinesics to their own lives.             

                                          2. measure the range of their own personal space bubble

                                          3. use non-verbal comm.. more effectively.

4. apply principals of proxemics to their own lives.

                                          5. learn definition of sociopetal and sociofugal

                                          6. analyze  how proxemics affects use of classroom space.




Subject Outline


I.            3 major principles of NV



II.           NV Stereotypes



III.         Kinesics

              A.  face

              B. body movement

              C. gestures


IV.         Proxemics

              A.  Territoriality

              B. Personal Space Zones

              C. Fixed Feature Space

              D. Semi-fixed Feature Space


V.          NV in the classroom

              A.  Student-student

              B.  Teacher-student

              C. Proxemics in the classroom






Greensburg Community Schools

Speech Communication


Unit 3 Plan





1.           For homework have students establish longer than average eye contact with people  and report on the results.


2.           Have students watch a videotape of a Spanish soap opera with the volume turned down. Then have them write down what they think was happening, compare and then discuss what nv clues we saw.


3.           For homework have students invade several people’s personal space and then discuss the reactions.


4.           Using the principles of proxemics  have students draw a diagram of the classroom rearranging the furniture. Vote on the best plan(s) and then arrange the room that way for all classes for a few days and see if it works.


5.           Pair up students. Have one student stand with toes on a piece of tape on the floor.  Have the other student walk towards his partner until he (the walker) becomes uncomfortable. Measure the distance and use the standards in their notes to see if they have larger or smaller space zones. Have them switch partners several times especially mixing genders and get an average of the measurements.





















Greensburg Community Schools

Speech Communication


Unit 4 Plan


Informative Speeches


Individual Learner Objectives

The student will:


1. research and deliver an informative speech

                            2. use A/V aids

                            3  critique someone else’s speech

                            4. create an informative outline


Subject Outline


I.            How to write an info speech outline


II.           Info. Speech Research


III.         How to write a resource page

              A.  book

              B. periodical

              C. internet


IV.         Delivery Practice


V.          Deliver the speech

              A.  peer critique

              B. teacher critique

              C. self critique




1.           Give students a worksheet with data for a resource page and have them create a resource page in class using their notes.


2.           Tell class that outlines are due a day before you really want them. Break class in to groups and have them proof each other’s outlines. Then tell them final outlines are due next time.


3.           Have outlines due a week before speeches are due. Break class into groups of 3-4 and have them give their speeches for each other and receive criticism from group.


4.           While speeches are being presented the class should have a blank evaluation sheet in front of them and a piece of paper to take notes on. Collect the paper at end of class to make sure they made notes.


5.           The speeches can be videotaped so each student  can evaluate his own speech.


Greensburg Community Schools

Speech Communication


Unit 5 Plan


Persuasive Speeches


Individual Learner Objectives

Students will:


1.  learn the  principles  of persuasion

                            2.  be able to label and use  Maslow’s Hierarchy of Needs

                            3.  dissect the  parts of an argument

4.  recognize types of arguments

                            5.  recognize faulty reasoning


Subject Outline


I.            Need + Satisfaction = Persuasion


II.           Parts of an Argument

              A.  thesis

              B. arguments

              C. proof


III.         Appeals

              A.  emotional

              B. psychological – Maslow’s Hierarchy


IV.         Types of arguments


V.          Persuasive speech assignment

              A  Speech to change beliefs

              B. Speech to actuate

              C. How to do persuasive outline





1.           Intro. Activity to Appeals – Have students write 7 reasons the teacher shouldn’t give them homework. After info on appeals is given to students, read the reasons aloud and label which appeal is used.


2.           Watch a videotape of commercials and discuss what appeals are used.


3.           While speeches are being presented the class should have a blank evaluation sheet in front of them and a piece of paper to take notes on. Collect the paper at end of class to make sure they made notes.


4.           The speeches can be videotaped so each student  can evaluate his own speech.

              Greensburg Community Schools

Speech Communication


Unit 6 Plan


Gender Communication


Individual Learner Objectives


Students  will

 1.  learn the basic principles of gender communication

                             2.  identify and respect gender comm. differences

                             3.  define Sexual Harassment 

                             4.  learn ways to prevent  sexual harassment

                             4.  identify gender comm. stereotypes

                             5.  identify the possible effects of gender biased language



Subject Outline


I.            Intro. to gender comm..

              A.  Definition of Masc. & Fem.

              B. 2 major gender comm. differences



II.           Gender comm. stereotypes


III.         Gender biased language

              A.  pronouns

              B. names of occupations

              C. last name when married


IV.         Sexual harassment

              A.  definition

              B. how to prevent it






1.           On a half sheet of paper have each student fill in the blank to the following:” To be masculine is to be____.” Do the same for “To be feminine is to be_____.”  On the board tally the characteristics listed for each.  This creates a class definition of masculine and feminine qualities. Discuss it and whether any student thinks they fit the definition.


2.           Give students several scenarios that might occur in an office and have them  write down whether it is sexual harassment and why. Then discuss everyone’s answers.


3.           Give each student a worksheet containing sentences with gender biased language. Have them correct it.




Greensburg Community Schools

Speech Communication


Unit 7 Plan


Demonstration Speeches


Individual Learner Objectives




Students will:

3.   speak from note cards



Subject Outline


I.                The Demonstration Speech Assignment


II.              Demonstration speech tips


III.             How to do demo. outlines





1.               Watch a video from HGTV demonstrating how to do some craft, recipe, etc.



2.           While speeches are being presented the class should have a blank evaluation sheet in front of them and a piece of paper to take notes on. Collect the paper at end of class to make sure they made notes.


3.           The speeches can be videotaped so each student  can evaluate his own speech.















Greensburg Community Schools

Speech Communication


Unit 8 Plan


Interpersonal Communication


Individual Learner Objectives

Students will:


 1.   learn the principles of interpersonal communication

                                           2.   analyze real life situations using Satir’s 5 roles

                                           3.   learn the definitions and effects of trust and defensiveness

                                           4.   identify manipulative i.p. games

5.   identify manipulative roles

                                           6.  recognize the 5 components of self concept


Subject Outline

I.            Definitions

              A.  trust

              B. defensiveness

              C. barriers


II.           components of self concept

              A.  self  image

              B. self esteem

              C.3rd level factors

              D. self identity/identity crisis

              E. self actualisation


III.         Manipulation

              A.  relationships

              B. games


IV.         Satir’s 5 roles

              A.  blamer

              B. placater

              C. computer

              D. distracter

              E. leveller



1.           Trust fall – one student stands on a chair. The other students stand behind him with arms outstretched to catch him as he falls backwards off the chair.


2.           Three students are each given a card with one of Satir’s 5 roles written on it. The students must role play that role in a scene they are given. The class has to guess which role each student played and discuss.


3.           The students watch Rebel Without a Cause and then using their notes write a paper analysing the interpersonal comm.. that goes on in the movie.

Greensburg Community Schools

Speech Communication



Unit 9 Plan


Presentation & Acceptance Speeches


Individual Learner Objectives



Subject Outline


I.                Presentation speech

                  C. Conclusion


II.              Acceptance speech

A.    Intro.

                  C.   Conclusion


III.             Assignment



























Greensburg Community Schools

Speech Communication




Unit 10 Plan


Impromptu Speeches


Individual Learner Objectives


1. Students will learn the parts of an impromptu speech

2. Students will give a speech with little or no preparation

3. Students will “think on their feet”.


Subject Outline


I.            Parts of an impromptu speech

              A.  Intro.

              B. Main pts.

              C. Conclusion


II.           The speech assignment








1.           Students bring in weird objects in a paper bag. Each student picks a paper bag. When it’s her turn she opens it, looks at the object, and has 2 min. to make notes and then give a 2 min. speech on the object.


2.         Students write three topics on three different pieces of paper. The papers are put into a box and the speaker draws a topic out and must speak on it immediately.